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Read Aloud Comprehension Planning Template

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Read Aloud Comprehension Planning Template

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Make a copy of the template. Use for planning before reading to class and then planning out focus of various 'reads'. Interactive read aloud will be 'read 1'.

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EKC Read Aloud Comprehension Planning Guide

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Read Aloud Comprehension Planning Template

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Read Aloud Comprehension Planning Template

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Make a copy of the template. Use for planning before reading to class and then planning out focus of various 'reads'. Interactive read aloud will be 'read 1'.

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EKC Read Aloud Comprehension Planning Guide

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justine@erinkentconsulting
https://www.linkedin.com/in/justine-otte/

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Collaborate with a global community of International School Educators, Leaders, Coaches and EKC Strategists on this membership based platform.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Knowledge Building with Text Sets Note Catcher

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Knowledge Building with Text Sets Note Catcher

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P4-P6 Partner Learning: Close Reading /See Think Wonder

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P4-P6 Partner Learning: Close Reading /See Think Wonder

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Together with a partner review the close reading example. Jot some notes about what you see, what you think about the prompts and what you are wondering...

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XLIS P4-P6 Onsite Session 2 (Read Aloud  & CloseShared Reading)  Nov 2024

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Selecting texts with intention will support content are learning goals, skills development and transfer.

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Remember...The aim is not as many texts as possible but selection based on how concepts, vocabulary and ideas align & build.

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XLIS EY-P3 Osite Session 1 - Choosing Texts (Nov 2024) (1)

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XLIS P4-P6 Onsite Session 1 - Knowledge Building & Text Sets (Nov 2024)

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XLIS EY-P3 Osite Session 1 - Choosing Texts (Nov 2024) (2)

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A Comprehensive Plan for Every Subject, Every Day, Grades PreK-8

By: Molly Ness

Foreword by: Natalie Wexler

Learn the step-by-step instructional plan for teachers to implement read alouds in preK-8 classrooms. Whether you're a longtime professional or new to teaching, this resource helps you support young learners emotionally, intellectually, linguistically, and developmentally.

Learn the step-by-step instructional plan for Read Alouds for All Learners

In Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day, Grades PreK-8, Molly Ness, supported by current research and personal experiences, demonstrates the sobering effect an absence of read alouds in classrooms has on preK-8 students' comprehension skills. She provides intentional directions on planning and implementing a read-aloud routine that supports young learners' literacy development, content-area knowledge, social-emotional learning, and academic achievement.

This book will help you:

Understand the role of read alouds in the science of reading

Develop understanding of the three-step planning process for a read aloud

See current read-aloud research and trends among elementary, middle, and high school teachers

Gain tips targeted for each age group's social-emotional learning and cognition

Capture the importance of read alouds in all content areas

Create a read-aloud plan for social studies, the sciences, mathematics, physical education, the arts, and electives with hands-on tools

Related Topics

Too often reading aloud is considered the frosting on the cake, but Molly Ness shows us that the practice is a critical curricular component for students of all ages. She supports her argument with interdisciplinary research demonstrating the myriad benefits of reading aloud. I came away convinced that teachers can't afford not to read aloud to their students.

Carol Jago, Associate Director, California Reading & Literature Project, University of California Los Angeles

One of the best books I have read on how to develop a well-constructed read aloud. As a district instructional coach, who only uses practical, research-based methods, I am eager to use this invaluable resource and thrilled to add it to my professional reading collection.

Crystal Barreto, AIS Coordinator, Community Superintendent's Office, New York City Department of Education

Molly Ness provides extensive research to support the read aloud as a powerful instructional practice that nurtures students emotionally, intellectually, linguistically, and developmentally. She also shares a wealth of resources that includes a three-step process for planning a read aloud. I love that Molly offers different entry points depending on a teacher's experience with read alouds, providing examples of completed plans as well as age-appropriate strategies. I am a veteran teacher and this book will support me in moving my read alouds to a higher level to ensure my students grow both personally and academically.

Laura Mossa, Reading Specialist, Baltimore County Public Schools

Daily complex read alouds are essential in building students' knowledge and vocabulary and a key component of high-quality instructional programs. Molly Ness provides an easy-to-use planning template to maximum their impact in reading, science, social studies lessons, and other focus areas. This is a must-have resource for ALL teachers.

Wiley Blevins, Ed.D.

Essential and timely. This book summarizes the power of read alouds to enhance comprehension, language development, and other critical skills. The practical strategies and easy-to-use templates are fundmental instructional tools for all teachers.

Karen Gazith, Faculty Lecturer and Graduate Program Director for the Certificate of Inclusive Education, McGill University

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In Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day, Grades PreK-8, Molly Ness, supported by current research and personal experiences, demonstrates the sobering effect an absence of read alouds in classrooms has on preK-8 s

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Support students by providing ample texts that offer targeted word reading practice.

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XLIS EY-P3 Osite Session 1 - Choosing Texts (Nov 2024) (5)

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XLIS EY-P3 Osite Session 1 - Choosing Texts (Nov 2024) 

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Moving from Controlled to Uncontrolled Texts

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Moving from Controlled to Uncontrolled Texts

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XLIS EY-P3 Osite Session 1 - Choosing Texts (Nov 2024) (6)

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Build schema to enhance language comprehension, retention and recall

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Build schema to enhance language comprehension, retention and recall

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XLIS EY-P3 Osite Session 1 - Choosing Texts (Nov 2024) (7)

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Determine 'What Knowledge?' in order to build a shared foundation for inquiry...

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Determine 'What Knowledge?' in order to build a shared foundation for inquiry...

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XLIS EY-P3 Osite Session 1 - Choosing Texts (Nov 2024) (8)

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XLIS Onsite EY-P2 Session 2Interactive Read Aloud (Nov 2024) (1)

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XLIS Onsite EY-P2 Session 2Interactive Read Aloud (Nov 2024) (2)

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XLIS Onsite EY-P2 Session 2Interactive Read Aloud (Nov 2024) (3)

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XLIS Onsite EY-P2 Session 2Interactive Read Aloud (Nov 2024)

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Make a copy and use to support Early Years small group planning.

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Pre-Conventional Reader Small Group Planning Guide

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Make a copy of this planner to map out a phonics small group that will meet on two seperate days for additional targeting practice.

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Word Study (Phonics) Focus Small Group Planner

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Word Study (Phonics) Focus Small Group Planner

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Make a copy and use to support your planning for phonics focused small groups.

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Reading Small Groups: Shared Text & Strategy Group Planners

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Reading Small Groups: Shared Text & Strategy Group Planners

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Make a copy and use to support planning for reading small groups. There are two templates- one for shared text and one for strategy groups.

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XLIS EY-P3 Onsite Session 3 & 4 Responsive Small Group (Nov 2024) (7)

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XLIS EY-P3 Onsite Session 3 & 4 Responsive Small Group (Nov 2024)

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XLIS EY-P3 Onsite Session 3 & 4 Responsive Small Group (Nov 2024) (2)

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XLIS EY-P3 Onsite Session 3 & 4 Responsive Small Group (Nov 2024) (3)

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XLIS EY-P3 Onsite Session 3 & 4 Responsive Small Group (Nov 2024) (4)

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XLIS EY-P3 Onsite Session 3 & 4 Responsive Small Group (Nov 2024) (5)

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Strategy Focused Small Group (Readers use OWN text)

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Strategy Focused Small Group (Readers use OWN text)

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XLIS EY-P3 Onsite Session 3 & 4 Responsive Small Group (Nov 2024) (6)

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Add a post to this column to share your reflections and next steps.

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XLIS P4-P6 Onsite Session 3 & 4 Responsive Small Group (Nov 2024)

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Add a post to this column to share your reflections and next steps.

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XLIS P4-P6 Onsite Session 3 & 4 Responsive Small Group (Nov 2024)

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Add a post to this column to share your reflections and next steps.

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XLIS P4-P6 Onsite Session 3 & 4 Responsive Small Group (Nov 2024)

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XLIS P4-P6 Onsite Session 3 & 4 Responsive Small Group (Nov 2024) (5)

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XLIS P4-P6 Onsite Session 3 & 4 Responsive Small Group (Nov 2024) (4)

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XLIS P4-P6 Onsite Session 3 & 4 Responsive Small Group (Nov 2024) (2)

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XLIS P4-P6 Onsite Session 3 & 4 Responsive Small Group (Nov 2024) (3)

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I can connect this course to my teaching practice by using UFLI-controlled texts to effectively support my students in decoding words and building their reading confidence. These texts are especially helpful for targeting specific phonics sounds, which are often hard to find in other resources. I’m grateful to have access to this tool. Additionally, the CORE Phonics Assessment will be invaluable for gathering data to refine and enhance my instruction.

I will extend my phonics instruction by following the progression outlined in this course. I also plan to increase my focus on small group instruction and guided reading sessions to provide more tailored support for my students.

I commit to teaching "Heart words" using the strategies I’ve learned, as this was a new concept for me. I will help my students understand tricky words and ensure that explicit phonics instruction is a consistent part of my daily teaching routine.

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Divided vacabularies from one focused text into three tiers: Tier 1 (words applied and achieved in everyday life) Tier 2 (words in academic) Tier 3 (words in feild of discipline); As a primary teacher, my focus should be put more on Tier 2. Those are the vocabularies students may not usually use and meet outside of classroom. They can be used across different subjects, like the vocab of our key concepts, and vocab from science or math. As a Makerspace teacher, I can also focus on the Tier 2 vocabulaires building more.

I can first generate "shared knowledge" in language, especially in Tier 2 vocabulaires with grade level teachers when we are having a collaborative unit. Then in the teaching process of that unit, I can teach and assess in the Makerspace.

My wonder is where the "shared knowledge" coming from. Maybe part of them can be from our LOs, PYP elements.

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A big takeaway from the sessions for me was the idea of expanding the teaching of reading and phonics beyond a narrow focus on only decoding. To be specific, I intend to also bring the skill of encoding into my reading instruction in the coming weeks to promote additional opportunities for students to make connections, in order to further their phonetic awareness.

I was also inspired by an assessment idea that provided choices for every seventh word in a text. In this assessment students choose which word, of three, would be most appropriate to complete that portion of the text. I would like to adapt this to assess my students' understanding of the parts of speech we have been covering in the current unit of P6.

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Using more more unit specific texts. Spending more time revisiting texts. Scaffolding on vocabulary. Extending connected texts by designing a graphic representation of the texts. visual-informational-accessible-target text-mentor text. Revisiting MAP results, do a diagnostic test to pin point the area for improvement.

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P6

We have been busy planning our next unit by looking for different text types (field trips, narrative stories, infographics, etc.) following the text sets planner (visual, inform, accessible, mentor, ...).

Apart from gathering these texts, we are also creating activities to teach the students more background knowledge and connect them to literacy strategies.

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I already use many of these, but I am glad they were brought up and confirmed in my practices!

Incorporate a story /lesson - relevant to my lesson. Since storytelling is a powerful tool, I can use it to support my lessons.

Use visual images that summarize concepts, making difficult information easier. It helps a lot with understanding the reading materials.

Include images by vocabulary list to help students better understand and remember.

Shared Reading/teacher-guided reading: Read texts aloud as a class, discussing them together.

It’s okay if the lesson becomes longer or if extra time is needed to help students comprehend the learning material, particularly when working with texts.

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C - I think the CORE Phonics Survey will be applicable to my students and I. I was hoping to find a readymade simple assessment tool last year. This tool suits my needs.

E- I think the cognitive load desk visualization applies to a lot of areas and we should consider staying within these limits in order to maximize learning potential.

C- I will commit to paying more attention to eliminating schwa from phonics pronunciation and ensure I myself am modeling this correctly.

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-I can connect several small group reading practices to what is being developed in my classroom.

-I will extend the reading strategies that we have explored during this workshop.

-I will commit to giving students a better learning heart words experience.

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Connect:

Understanding the progression of phonics patterns connects directly to my current work by helping me identify where my students are and tailoring instruction accordingly.

Extend:

This learning extends my practice by providing clearer strategies for scaffolding and using assessments to monitor progress systematically.

Commit:

I will commit to using structured phonics assessments and targeted strategies to set realistic goals and support my students' literacy development effectively.

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In Performing Arts, students sing, act out stories, and use instruments to express emotions and bring characters to life. I want to collaborate more with homeroom teachers by selecting books together for our lessons. I can read these books aloud, similar to what students do in their homeroom. Before each unit, I will pick a few key words for students to learn and will consistently use them throughout the unit to help them understand and remember.

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Connect:

To connect, we use activities (rhyming games, storytelling, etc.)that not only promote language skills but also make learning engaging and enjoyable.

Extend:

One thing that has extended our thinking is to create a more dynamic learning environment where children can explore the language through play, movement, and creativity, ultimately deepening their appreciation for wordplay and symbolic expression.

Commit/ Reflection:

One thing that we can commit to is to create a consistent and playful environment that encourages children to explore and enjoy the nuances of languages, enhancing their literacy skills in a fun way.

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Connect: Read-alouds provide rich opportunities for literacy development. Reading strategies modelled by the teacher during read-alouds should be reinforced during shared and/or guided reading sessions.

Extend: Verbalizing the thinking process can help reinforce students’understanding of the strategies that good readers use to construct meaning by demonstrating how to infer, question, predict, and connect the text with their prior knowledge.

Commit: In order for students to understand a text, they must be able to relate it to other texts they have read and to life experiences.

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Connect

Early literacy development practices & what we're doing in my classroom

Extend

How to choose a text that's suitable for the class

Commit

Incorporating more learning goals through reading books

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In my Nursery and EY classes, I incorporated shared reading regularly. Together, we created stories by drawing pictures and following sequences. As a single-subject teacher, my primary focus was on developing artistic skills, often using stories as provocations to inspire creativity. I would zoom in on specific pages during shared reading to draw students’ attention to art vocabulary, helping us build an art word wall for each unit. Moving forward, I plan to enhance students' learning by labeling art classroom materials with pictures and words, creating a more accessible and language-rich environment.

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ECE A Connect
We enjoyed the video Symbolic Expression & Exploration. This will connect to our practice by adding more loose parts to our play. We recognize how loose parts can support language and literacy skills by encouraging symbolic thinking, as children use objects to represent ideas and tell stories.

Extend
We will build on this connection by creating story provocations with loose parts to further encourage symbolic thinking and language development.

Commit
We are committed to taking these ideas forward by enhancing our mark-making area, incorporating loose parts to foster creativity and support symbolic expression in language and literacy.

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Connect:

We support our teachers in using and practicing skills to teach phonics. The skills we use more are decoding and sight recognition.

We also support the students in setting up small groups and using reading strategies to guide them in reading accurately and comprehending our daily learning and teaching.

Extend:

We will set clear goals before we choose the text for students to read.

We learned 3 Tires for learning the vocabulary. Before, we focus on Tire 1 and Tire 3; later, we will focus on the vocabulary in all, especially Tire 2, when guiding the students to do the reading.

Commit:

We will get familiar with students' data and we should be clear about the comprehension skills that students are learning and improving in different groups.

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1. I have connected how important it is to use texts that are related to the current unit and materials being used, along with identifying how to organize properly leveled responsive small groups using preexisting data.

2. I have extended the idea that this type of elevated literacy that includes multiple methods of delivery can be transferred from the homeroom to use in other single-subject formats.

3. I will commit to using properly researched and leveled texts that can connect with our unit's learning outcomes, IB elements, and the sport/physical literacy skill being instructed where time permits.

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Companion to Wiley Blevin's best-selling classic Phonics From A to Z, this strategy book for upper elementary has been updated to include the latest in phonics instruction and the science of reading.

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"Finally, a book that has the power to stop the literacy pendulum swings! In Shifting the Balance, Burkins and Yates skillfully explore 'balanced literacy' and 'the science of reading' to find the sweet spots where they overlap, connect, and actually complement one another. The result is a resource that raises our level of instruction while helping children discover and reap the joyful rewards of reading."

"What are the research-based, critical elements for teaching reading? In Shifting the Balance, Jan and Kari give you the information, classroom examples, and tools to help you make the best decisions around six key shifts for instruction. After reviewing the misunderstandings, the science, and the needs of your students, you will be able to audit your current practices (individually, in a PLC, or system-wide) to provide responsive and effective literacy learning for all your students."

"In Shifting the Balance, Jan and Kari invite us to reflect and reexamine our beliefs about teaching reading. They gently nudge us to rethink and possibly adjust our early literacy practices. Jan and Kari have taken on this controversial topic by embracing vulnerability and modeling what it means to be truly reflective practitioners. This book is a must read for new and veteran teachers!"

"In Shifting the Balance, Kari and Jan have masterfully dispelled many of the myths and misunderstandings associated with reading instruction. Additionally, they offer classroom teachers and coaches six simple, practical shifts that have the power to transform the way we teach children how to read. Indeed, balanced literacy and science do exist in harmony, and we practitioners can offer our children both concurrently. Thank you, Kari and Jan, for this important work that is sure to change lives!"

"In Shifting the Balance, Jan Burkins and Kari Yates provide a safe space for teachers to courageously examine some long-held balanced literacy practices and turn a critical eye to where those practices have gotten out of balance. If you're willing to be vulnerable and move towards resolving the gap between research and practice, this book provides actionable steps you can take to shift your thinking and bring instruction into alignment with the scientific evidence."

"Shifting the Balance is a welcoming opportunity to reexamine our familiar teaching practices. Without judgment, Burkins and Yates invigorate these practices by inviting educators to make scientific shifts in the systems that have been in place for years. This book will revolutionize reading instruction and in turn, the lives of countless students."

"This book speaks to teachers. It is overwhelmingly clear that Jan Burkins and Kari Yates have been and are immersed in the world of today's classrooms. Shifting the Balance will help many rethink instruction in ways that will support all students. In the current version of the Reading Wars, it is difficult for any of us to say we were wrong about some of our beliefs or practices. And thus, few do. However, Jan Burkins and Kari Yates have done just that. This is as commendable as it is unusual."

"This book found me at just the right time! Shifting the Balance gives voice to the questions I've had in my mind about Balanced Literacy and the Science of Reading and provides clear insights on how to connect the best parts of both to benefit early readers. Throughout the book, Jan and Kari confirm practices worth holding onto while providing actionable next steps I can't wait to implement with students to strengthen my reading instruction."

Dr. Jan Burkins was an elementary classroom teacher for seven years and a literacy coach for seven years. She has worked as a part-time assistant professor, a district literacy leader, and is currently a fulltime writer and consultant.

Kari Yates is an author, speaker, consultant and staff developer with a passion for helping busy literacy educators thrive. Her experiences include classroom teacher, special education, Reading Recovery teacher, elementary principal and district literacy coordinator.

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Comprehension of the text is always the goal. Strategies help us reach the goal.

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XLIS P4-P6 Onsite Session 1 - Knowledge Building & Text Sets (Nov 2024) (1)

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XLIS P4-P6 Onsite Session 1 - Knowledge Building & Text Sets (Nov 2024) (2)

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Developing Connected Text Sets Through the UOI

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Developing Connected Text Sets Through the UOI

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XLIS P4-P6 Onsite Session 1 - Knowledge Building & Text Sets (Nov 2024) (3)